Transcript Slide 1

Qualitative research I, Interview
Lecture 5
C22
Johan Brink IIE
21 November
2015-07-21
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Agenda
• Structured interview
– Chapter 8
• Introducing Qualitative research
– Chapter 16
• Qualitative interview: Unstructured, Semi structured & Convergent
– Chapter 18
• Small exercise: Interview Role-play
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Our senses
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Sight (ophthalmoception)
Hearing (audioception)
Taste (gustaoception)
Smell (olfacoception
Touch (tactioception)
• Objective
• Subjective
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Structured interview
Minimize differences
• Getting the ‘same’ information from the
respondents
• Aggregate answers – quantitative analysis
• Reduce errors:
– Inter-interviewer variability: between
interviews
– Intra-interviewer variability: between
interviewers
Standardize
– Questions:
Closed questions
– Answers:
Fixed alternatives
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Sources of error
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A poorly worded question
The way the question is
asked by the interviewer
The way the information is
recorded by the interviewer
The way the information is
processed
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Interviewer
Interviewee
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Misunderstanding on the
part of the interviewee
Memory problems on the
part of the interviewee
Motivations, secrecy or
reluctance
Inability to express
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Conducting interviews
Understand and know the schedule /guide
Explain why – motivate
– Present yourself and your institution
– Who will use this research
– Who are financing this project?
– Explain the selection criteria
– Confidentiality, voluntary, participation,
identification
– ‘Any other questions before we start’?
Setting
– Quiet private space –comfortable
– Record or take notes?
At the end
– Be polite - Thank you for your time
– Offer access to the result (parts)?
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Conducting interviews
Establishing rapport
– A relationship between interviewer and
interviewee
– Trust:
• Usage
• Competence
– Confirm & interest
– Neutral-positive, no negative judgments
Power
– Keep quiet
– Embarrassment
– Lies
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Interview context
Face-to-face
One-to-one
Comfortable
Be flexible
– Meetings – where?
Be on time/appointments
Keep the time
Clothes & style
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Interview context: Telephone
Pros
Cheap & Quick
Distance
Structured interviews
Cons
No observations!
Who calls?
Who answers?
Be flexible
– Call again (on time)
Short
Keep the time
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Question order
• The order of questions may have an impact!
• Relevant and motivate by questions related to
the topic early
• General question before specific
• Question which requires a trustful relation
later
– But don’t save them until the very end!
– But questions regarding attitudes & values
are more order dependent than factual!
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Problems with structured interviews
• Response set: ‘yeasaying’ and
‘naysaying’
• Social desirability
– Reframing of questions – distance
from themselves
• The phenomenological critique
– Individuals interpret questions
differently
– Construct meaning , not pre-given
order
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Introducing Qualitative research interview
Inductive
– Iterative
– Exploratory research
– Theory generating
Sampling
Single case study
Theoretical saturation
Interpretive
– Epistemology: everyone interpret their own reality
– Theoretical, cultural, politically flavored
Constructive
– Ontology: the social worlds in the emergent outcome of
interactions between different individuals
– Language: Context dependent, ever changing
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Qualitative process
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General RQ
Select sites & subjects
Collect relevant data
Interpret
Generate theory –refine
Write up
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Qualitative research
Valid?
Reliable?
External reliability
– Is difficult due to the replication of social
settings
Internal reliability
– Is usually high due to the goal of reaching
shared understanding & interpretations
Internal validity
– High due to the closeness between
empirics and theories
External validity
– Tends to be low due to the limited ability
to statistically generalize
Valid & Reliable
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Qualitative research
External reliability
– Is difficult due to the replication of social
settings
Internal reliability
– Is usually high due to the goal of reaching
shared understanding & interpretations
Internal validity
– High due to the closeness between
empirics and theories
External validity
– Tends to be low due to the limited ability
to statistically generalize
Confirmability
– The interference of personal values and
interpretations (audited by others, self
reflection)
Dependability
– Keeping track of research phases (audited
by others, self reflection)
Credibility
– Trustworthiness: Follows good practices,
checked and revised by the studied
Transferability
– Thick descriptions provides basis for
judgment of transferability
Authenticity
– Fairness: Power & different perspectives,
actions & understandings of the studied
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Critique of Qualitative research
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Too subjective
Difficult to replicate
Problems of generalizations
Lack of transparency
• Research –subject relationship
– Acton research
– Collaborative & participatory research
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The Qualitative interview
• Flexible - Less structured
– Gives new insights
• Capturing the interviewees own
perspectives
• Inductive –explorative questions &
answers
• Rich and detailed answers
• Elaborate on answers
• Restate questions - probe
• Listen
• Looking
• Iterative process –re interviewing &
follow up
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Qualitative interviewing
Unstructured
• Just a single question, interest (or theory
in mind)
• No theory driven focus at start
• Starts often with a narrative
Semi structured
• Interview guide
– Issues to cover
– Pre-set focus
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Tips
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Introduction questions – Please tell me something so I…
Follow up questions – Could you say something more about..
Specifying questions / – What did you do then..
Exemplify – Could you give me an example of …
Indirect questions - What do most of people ..
Silence - Provoke them to continue
Interpretations - Do I get this right when I…
Come back to - Earlier you said…
Closing question – ‘catch all’ – Something more you would like to add..
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Interview Guide
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Increases comparability
Functions a s memory guide
Less specific than a questionnaire
Order of topics – flow/logics
Think about your RQ –will this actually help you?
Do not use leading questions!
Ask also about ‘facts’ & context
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Qualitative interviewing - Stories
History approach
– Retro perspective /recall bias
– Sense making in hindsight
Critical incident technique
– Events
– What happened?
– Who was there?
– What happened next?
Appreciative inquiry
– How would a really good day look like…?
– Change management technique from the 80ies
– Commitment and enthusiasm for positive change
Convergent interviewing
– Start general
– Probing questions
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Small exercise: role-play
The role-play interview is about the master program you are participating here at the
Business School. Assume that A & B are students at the Batchelor level,
interviewing C & D (students at Master level) in order to put together information
material to be used by Graduate School as Marketing material during the spring.
• Form groups of 4 students
• Take a card each: A,B,C,D (do not show each other!)
• A interview either C or D, the other two listen (5 min.)
• B interview the other (C or D), the other two listen (5 min)
• discuss in the group the different styles of interview
– How did it go? +/-, good ideas/practices/tips
– Be back here and share your findings with the class
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Small exercise: role-play
• Was it difficult? What was particularly difficult?
• Were there any difference in how the interview unfolded between the interview
focusing on factual and the personal information?
• Did someone do anything particularly which made the interviewee reveal a lot on
information?
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Task 2
Qualitative methods (Group wise: 3 students/ group)
•Put together an interview guideline and perform 3 unstructured interviews (one
each) at least 15 min long. Write 2-4 pages description of your research and your
analysis.
•Hand in T2: Analyse your results, 2nd December
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